Maths Isn’t The Problem, We Are - By Samuel Woodruff
Aidan’s talk at the celebration event was centred around two problems faced by maths teachers: how to help students build a conceptual understanding of mathematics and how to encourage students to use mathematical thinking. Most students never get to experience the practical and interesting examples Aidan used to highlight how to engage students in a classroom, which is why many see maths as boring! Too many teachers teach maths using gimmicks and tricks such as SohCahToa, find the fish, and KCF, without delving into the deep and interesting maths that sits just beneath the surface. Aidan’s examples helped peel back the superficial face of procedural maths and helped students to engage in their learning.
My favourite example was the pizza cooling example, most students have probably eaten pizza so they can relate to the problem in front of them. The practical is especially effective as it allows students to collect their own data to then use to create graphs and study relations, students will always engage better with data that they have collected themselves. Being able to collect their own data, construct their own graphs, and see the pizza cooling in front of them, allows the students to develop a deeper conceptual understanding of data interpretation and create links in their brain that will last longer than if they were just working through a worksheet.
The second example focused on creating maths that is real and that the students can participate in themselves. This example involved students attempting to create their own velocity/time and acceleration/time graphs using a beam of light, the technology element of this example will also be engaging to students who love computing. Aidan presented the example at the front, selecting volunteers from the crowd, but the practical could be performed by students in small groups, provided the equipment is available. The practical itself forced students to think about the relationships between velocity and time, and then acceleration and time, deeper thinking they wouldn’t necessarily be required to do when just looking at graphs. Both of these examples emphasise the need to use realistic scenarios when constructing problems. Teachers should never say that Jack bough 64 watermelons, or Samantha is required to drive her car at 375mph to get to work on time, this creates the idea that maths is something fanciful and only accessible for those who can access ‘maths land’.
Overall, I found Aidan’s talk hugely helpful for my own teaching practices as it reminded me what I enjoyed the most as a student, and therefore reiterate how I should be aiming to teach as a student teacher.
By Samuel Woodruff
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